To investigate and apply prefixes

Key Stage 2

English spelling

Prefixes: un- dis- mis- in- il- im- ir- re- sub- inter- super- anti- auto- bi- trans- tele- circum- de- pre- pro- sus- con- com- a-

English

The Highwayman - Narrative writing

﻿Hello everyone, I'm Mrs Richards, and today we have a great spelling lesson ahead of us. We are going practise and apply the prefixes that we learnt yesterday, and I'm going to teach you a brilliant spelling strategy that will help you to learn lots of different types of words. So, let's get started. In today's lesson we are going to recap the prefixes which that we learned about in our last session. I'm going to teach you a spelling practise strategy that we'll use in our test. In this lesson you will need, paper, a pencil and definitely your brain. So if you need to go and collect a paper and a pencil, pause the video and go and get it now. So, let's recap what we did in our last lesson. What did we learn about prefixes? Here's our key vocabulary. We have two terms on the board, prefix and root. Can you pause the video now, and say to the screen the definition of each of these terms? Off you go. Okay, how did you get on? So prefix, there was a clue, part of this word was underlined. A prefix is a group of letters at the beginning of a word which change its meaning. How about root? Root is the word onto which a prefix is attached. Do you remember our handy tip? Prefix had a prefix inside it. That was how we were going to remember. So, let's see how much you can remember from last time. On the board I have five prefixes. I want you to work out the meaning of each of these prefixes. There's a clue on the board. One of these prefixes means, before, and there are four others. Can you now say to the screen, or write down, a meaning of each of these prefixes? Go. Okay, shall we see how you got on? So, on the board there were four prefixes which meant, not. Ill, meant not, ir, means not. im, means not, and in, means not. There was also the prefix pre, from the word prefix, which means before. So let's focus on these four prefixes, which mean not. How did we decide which prefix to attach onto the front of each of our root words? Let's have a go at this now. On the board, there are five root words. I'm going to read the root words to you now, and then I want you to work out, which prefix you would attach to each word. The first word is, literate. Literate. The second root word, regular. Regular. The third, possible. Possible. The fourth, correct. Correct. The fifth, mortal. Mortal. Now on the board, you might notice that the prefix im, i, m, appears twice. I wonder if you remember why that might be? If you get stuck, have a look at the colour coding on the board to help you. Okay, match the prefix to each of the root words. Off you go. Okay, shall we have a look together? Literate needed the prefix, il. Do you remember the clue? The first letter of the root word, indicated which prefix I should use. Il ends with ends in the letter l, and my root word begins with the letter l. That's how I know that they go together. So, literate becomes illiterate. He was illiterate. He couldn't read and write. The next word was regular. The prefix that we needed here was, ir, i, r. Irregular. Remember the first letter of that root word, indicate which prefix we should use. Irregular. An irregular shape has sides which are not all the same length. The next one was possible. The prefix that we needed here was im. Remember the prefix im can be attached to words that begin with a p or an m. That's why it appears twice on the board. So we were forming impossible and also, look further down, immortal. Both of those needed the prefix im. Something impossible cannot be done. The next word was correct. That needed the prefix in. When we were deciding between these prefixes, we knew that il had to go with the root word starting with l, ir, needed a root word starting with r, im, needed a root word starting with an m or a p. And if it was none of those things then we could use, in, meaning not. So correct here becomes incorrect. It was not correct. The last word, immortal. Okay, if you made any mistakes, pause the video, and correct them now, because that's how we learn. Okay, have a look at our rule. With some prefixes the first letter of the root word can help us decide which prefix to use. il- needs a word that begins with an l, ir- needed a root word that began with an r, im- attached to a root word beginning m or p, and in- was used when none of the other rules apply. Okay, I'm going to teach you a spelling practise strategy, and this is a great one. It's a good one to apply with lots of different types of words. It's called, letter blocking. So this is what we do. You need to carefully copy the word out on paper. Make sure you're copying the word accurately. We don't want to learn the wrong spelling. Next, draw lines around the outline of the word, showing the ascender, the taller letters, and descenders, the letters that go below the line. Look at this words' shape. Is it the shape of your word? Next, can you draw the shape without the letters inside? Now, can you cover the word and add in the letters? Do the ascender and descenders give you a clue? So, on the board in front of you, I've had a go at using this letter blocking strategy to practise the word illegal. One of the words from our test. So, illegal had two ascender at the beginning, one ascender at the end and then one descender. So I wrote it out accurately, I drew around the shape of the letters, accentuating the tall points, the ascender, and the lower points, the descenders. Then, I copied the shape without the letters in. Now, here was when I started to practise. I covered up the word so I couldn't see how to spell it correctly, and I looked at the shape of my word. The taller points in my shape, I knew had to be ascender, so I could put the two l's in there. The g had to go into the lower point, that had to be a space for a descender, and I knew that there had to be an l at the end to fill that space. Once I'd done that I could start to fill in the extra letters. You can see, I've started just below. Here's another example. I had a go at the same strategy with this word, preschool. I find this word tricky, because there's one letter in particular, which I struggle to remember. Can you guess which one it might be? The h. So, I drew around the letters in preschool, I then copied the shape of the word, without the letters in, and finally I added those letters back into my shape, looking at the places where I might need ascender and descenders. So, why might this be a useful strategy? Letter blocking means that we must interact with the word, you've got to look at it really closely to work out how to draw around it. The strategy highlights the rule that we're trying to learn. If you are using the il prefix, you're going to have that gap at the top for the ascender. Finally it draws attention to the shape of the word, and that's a great way to help us remember our spellings. So now, it's your time. On the board, you have the instructions for letter blocking, and you have the words which we're going to test in this session. Now is your chance to have a go. Pause the video, and use the strategy to practise learning as many words as you can. Okay, we're going to move on now to the spelling test. You might decide at this point that you'd like to pause the video, and come back and do your spelling test later, after you've had a bit more practise, that's absolutely fine. The more practise you do, the better, the more chance you have of committing that word to your long term memory. That's how you keep that word and store it, to be able to use it correctly in your writing. However, if you're ready for your test, then we'll get started. So, here are our spelling test strategies. When we're going through the test, you can pause at any time. Take a deep breath, and take as much time as you need. Try writing the word more than once. Think about which spelling looks right? Try writing a difficult word more than once, and now sound out the different spellings. Which spelling sounds right? Okay, for your test you need, a blank piece of paper, you need to make sure that you can't see our spelling words, and then you need to label the side of your sheet, down the margin, with the numbers one to ten. Pause the video now and get ready. Here we go. Spelling number 1, illegible, illegible. The hand writing was illegible. Pause the video if you need to. Number two, illegal. His behaviour was illegal. Pause the video now, if you need to. Number three, immature, immature. The child was very immature. Number four, impolite, impolite. It is impolite to not say please and thank you. You're doing really well. Pause the test whenever you need to, and give yourself some more time to write these words. Remember out strategies. You can write them more than once. Look at what looks right, and think about what sounds right. Next word, number five, irresponsible, irresponsible. Running off down the road was irresponsible. Number six, irreplaceable, irreplaceable. That plate is irreplaceable. Number seven, insincere, insincere. They were insincere, and I couldn't trust them. Number eight, invisible, invisible. The ghost was invisible. Pause whenever you need to, and give yourself some more time. Next word, number nine, preview, preview. I saw the preview of a film. Last word, number ten, preschool, preschool. My daughter goes to preschool. Okay, pause the test if you want to, look back at your words, and double check your spellings. When you're happy, we can have a look at the answers. Okay, word number one, illegible, i, l, l, e, g, i, b, l, e. Correct your word, if you made any mistakes, then change it now, and write the word out correctly. Pause if you need to. Number two, illegal, i, l, l, e, g, a, l. Self correct, pause if you need to. Number three, immature, i, m, m, a, t, u, r, e. Self correct, pause if you need to. Number four, impolite, i, m, p, o, l, I, t, e. Self correct, pause if you need to. Number five, irresponsible, i, r, r, e, s, p, o, n, s, i, b, l, e. Self correct, pause if you need to. Number six, irreplaceable, i, r, r, e, p, l, a, c, e, a, b, l, e. Self correct, pause if you need to. Number seven, insincere, i, n, s, i, n, c, e, r, e. Self correct, pause if you need to. Number eight, invisible, i, n, v, i, s, i, b, l, e. Self correct, pause if you need to. Number nine, preview, p, r, e, v, i, e, w. Self correct, pause if you need to. Number ten, preschool, p, r, e, s, c, h, o, o, l. Well done. If you need more time to go back and check your spellings, and make any corrections, then pause the video now. Give yourself as much time as you need. First thing, be proud of how much you have practised. Did you practise every day for ten minutes? If so, well done. Be proud of the number of practise strategies that you used. Did you try letter blocking? Be proud of how you are paying close attention to words, in your reading and writing. I wonder if you've seen any of our spelling words around you this week? In misspelt words, look at how many letters you spelt correctly, as well as the letters which were wrong. I sometimes hear children say, I can't spell that word, and it's not true, very often you can spell part of that word. It might be the first part, it might be the last part, it might be some letters in the middle. You can't be a good speller or a bad speller. Everyone's just improving, all the time. So remember, learning comes from mistakes. You might not be able to spell this word yet, but you will, if you keep practising . Well done. Well done for today's lesson. I hope you feel really proud of yourself, you should do. And I look forward to seeing you again next time. Bye.

To investigate and apply prefixes

To investigate and apply prefixes

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UnitEnglish spelling / Prefixes: un- dis- mis- in- il- im- ir- re- sub- inter- super- anti- auto- bi- trans- tele- circum- de- pre- pro- sus- con- com- a-

English spelling

UnitEnglish / The Highwayman - Narrative writing

English